Title: Schema in Essay Topics

Speaker: Julianne Williams

Abstract:

Schema in essay topics and the role it plays in successful writing is a complex, yet not well researched topic.Research in Schema Theory, Schema in Language Development and Schema in Second Language Learning have been researched as far back as 1912(Pritchard, 1988) but the 1970’s and 1980’s were when the majority of research was undertaken.  There is very little documented research about the role played by schema in relation to students’ writing assessments.  One of the major essay tests where this is relevant would be the IELTS Task 2 essay.  My interest in this area came about after a number of students, over the years, have come to me perplexed over essay topics that contained foreign concepts.  How did this issue effect the quality of the essays these students produced?  This question led to my concern regarding determining the enormity of the issue.  The relationship that exists between the essay topic, the existence of prior knowledge and the quality of the essay would seem to be necessarily linked.  Though the majority of this research needs to be done with students aged 16 to 24, the issue needs to be dealt with at a much younger age.  The solution to the problem begins when students enter Junior High School.  Students aged between 13 and 17 are the ones that need to be targeted to solve this problem.

标题：运用多元智能理论设计小学英语作业的有效策略

发言人：丁佩珏（上海市闸北区景凤路小学）

提纲：

1. 小学英语作业的作用与功能
   

2. 目前小学英语作业的问题
   

3. 多元智能理论对当前英语作业设计的启示
   

4. 多元智能理论在英语作业设计中的运用
   

5. 多元智能理论在英语作业设计中的原则
   

6. 结论

Title: Why sing? Using songs with young learners.

Speaker: Hans Mol

Abstract:

Singing and music should play a role in our English classes.  It does in our ‘real’ lives, so why not use that to motivate young learners to learn? We should be singing everyday! For teachers songs usually play an important role in our lesson planning: they can be routine openers or closers, especially for very young children; excellent settlers when children get too excited and challenging ways to think of big ideas and issues for older young learners.  They add variety to our lessons, provide a change of pace; they present new contexts for recycling language; and finally they allow us to let our hair down a bit.  Music is a universal language and everybody can speak it!

标题：关键词图示教学法（Key Words Mapping）课堂教学 

发言人：祝继东（浙江省岱山中学）

摘要：

 近些年来，关键词在各学段课堂教学中使用频繁。其概括性较强，突出快捷、准确获取语篇信息。但单纯的关键词教学，还不足以把握语篇整体信息流。为此，本研究首创关键词图示教学，形成语篇信息整体、动态、网络与创造生成的学习特征。以创造性阅读帮助学生学会自主打造关键词图示信息支架，克服外语学习交流困难。通过小组不同成员获取真实的信息差，为课堂教学真实交流提供途径。

本研究为2006-2009中国基础教育英语教学研究资助金课题研究阶段成果，编号:NBEA 0605。Zhu, Jidong

Title: Learning through play

Speaker: Fiona Bland

Abstract:

In this session we will look at how to foster holistic development of very young learners during English Language lessons. We will explore how our integrated system of learning through play based activities means that children have the opportunity to learn English in a natural context in a fun, stimulating environment with rich opportunities for language development. We will compare the UK based EYFS to the HKPCC and discuss best practice from the UK. There will be an opportunity to observe our Kindergarten curriculum that promotes English Language experiences through a story based approach.

标题：农村地区小学英语课内外阅读教学实践与研究初探

发言人：苏朝晖（北京市朝阳教育研究中心教研员）

提纲：

1. 问题的提出和研究课题的确立
      问题一：为什么把阅读教学作为小学生英语学习的重要方式之一？
      问题二：为什么把小学英语阅读教学研究和试验的重点放在农村地区？

2. 农村地区小学英语阅读教学实施研究策略
     2.1    丰富多彩的阅读材料是开启小学生阅读的金钥匙
     2.2    读是引发兴趣、获取信息、提高技巧、感受成功的学习模式
     2.3    转变观念是实现阅读教学根本变革的前提
     2.4    有效评价和监控管理是保持英语阅读持久的关键
     2.5    专家引领下的教师实践是阅读教学深化的可靠保证
     2.6    实践阅读教学是教师专业培训、促进专业发展的有效途径

3. 阅读教学给学生语言学习带来的变化

Title: Teaching Grammar in the Context of Writing

Speaker: Vinita Gaikwad

Abstract:

To teach or not to teach grammar: this has been a hotly debated topic for the last several decades in the western linguistic circles. The pendulum swings from one end to the other, and formal teaching of grammar goes in and out of fashion. While many schools of thought subscribe to the notion that grammar teaching is useless, even ‘harmful’ to the student, much research has shown that teaching grammar is important, but when taught in isolation, it does not have any impact on the students’ writing skills. New research demonstrates that the debate now should not focus on whether to teach grammar or not (for that seems to have settled to a great extent in favour of teaching grammar); rather on the methodology of teaching grammatical concepts. This paper aims to emphasize the fact that grammar should be taught within the context of writing especially in Chinese schools and colleges. Several approaches will be explained; however, visual representation of grammatical concepts (through diagrams) will be emphasized. That the Chinese written language was originally devised of little pictograms, and the fact that the Chinese are known for their superior performance in mathematics, will be linked to this method of visual representation of linguistic structure in the hope that the approach will be beneficial to the Chinese student both in understanding the grammatical concepts and applying them in their own writing. The paper will include tips to teachers given by some researchers on the approaches they can take in order to apply grammatical knowledge in the writing classroom.